Investigates the relationship between a science-technology-society (STS) approach, scientific literacy (SL), and achievement in biology. Uses two instruments for data collection, an achievement test on reproduction and family planning and an SL scale. Concludes that the STS approach might be affecting other variables in the science classroom that…

Describes a four-step ethics course for students. The following steps are discussed: (1) show that moral dilemmas exist; (2) assign weights to arguments; (3) cost-benefits analysis; and (4) examine known biases. (ZWH)

Explains the use of a modification of an approach known as the Line of Reasoning (LOR) model to critique science news articles. Argues that popular press articles lack scientific evidence to support the claims made and instead focus on evidence-based inference. (DDR)

Explains the physics behind some of the apparently puzzling aspects of the motion of a person riding a snake-board (a skateboard with independently pivoted axles). (Author/WRM)

Seeks to give teachers useful information on the extent of the problem of antibiotic-resistant bacteria, mechanisms bacteria use to resist antibiotics, the causes of the emergence of antibiotic-resistant organisms, and practices that can prevent or reverse this trend. Contains 19 references. (DDR)

The 20th century brought great changes. Scientific advances have improved transport, communication, and information for millions but the development of nuclear and other weapons of mass destruction has threatened us all. Now we must continue our first steps towards a war-free world by developing a loyalty to humanity. Scientists must accept…

Discusses how science, technology, and science education (STS) was introduced to Taiwan. Provides an overview of the status quo of STS in Taiwan. Presents possible implementation strategies. (CCM)

Sets the stage for a theme issue on developing research in technology education. Discusses past reviews of research focusing on the purposes of technology education, the nature of technology, and assessment in technology education. (Contains 38 references.) (DDR)

Described is a science program being developed at a high school in Great Britain to cater to the particular needs of females. Curriculum was modified in third, fourth, and fifth examination years to emphasize social nature of science and relevance of science to pupils' lives. Some of the problems encountered with program and selected parts of…

Presents an activity to teach natural selection that involves students in a microbiological investigation. Students discover that a change in environmental conditions tests a species' range of adaptations. (DDR)

Investigates high school students' beliefs about mathematics and science, including beliefs about mathematical and scientific truths, the value and importance of inquiry, gender equity and ability with respect to the pursuit of mathematics and science careers, the relationship between mathematics and technology, and the role of science in society.…

Reports on a study designed to: (a) show how the importance of the history of chemistry has been recognized in the classroom; (b) demonstrate how criteria based on history and philosophy of science can be used to evaluate the presentation of atomic structure in general chemistry textbooks; and (c) compare new (1970-1992) and old textbooks…

Reviews major organic and inorganic chemicals, their products, and the sociocultural impact of the chemical industry. Provides the following learning activity components: objectives, list of materials and equipment, procedures, student quiz with answers, and three references. (SK)

Presents a rationale for using the history of science in science education. Uses the life and work of Louis Pasteur to illustrate how the history of science can illustrate the nature of science. Describes how Pasteur's bourgeois ideology and ambition influenced his selection of problems to investigate. (over 35 references) (PR)

Describes the development of a theme-based, multidisciplinary course. The article partitions into the following sections: (1) Constructing the Course; (2) Putting the Ideas to Work; (3) Connecting Science and Society; and (4) The Arts and Astronomy. (ZWH)